factors affecting practicl skills aquisition among
TRANSCRIPT
SUBMITTED
BY
Frank RWAMU
UR-Registration number: 216355893
A Dissertation Submitted in Partial Fulfillment of the Requirement for the Award of
Master of Education in Curriculum and Instruction at the University of Rwanda,
College of Education
SUPERVISED BY: DR Innocent TWAGILIMANA
Kigali, May 2019
FACTORS AFFECTING PRACTICL SKILLS AQUISITION AMONG
TECHNICAL AND VOCATIONAL EDUCATION TRAINING LEARNERS:
A CASE STUDY OF IPRC KIGALI
i
DECLARATION
This research dissertation is my original work and has not been presented to any other
Institution.
Students Name: Frank RWAMU
Sign ____________________ Date _____________
ii
APPROVAL
We, the undersigned, certify that we have read and hereby recommend for acceptance by the
University of Rwanda, a dissertation entitled “Factors affecting Technical and Vocational
Education Training (TVET) Learners in Practical Skills Acquisition: A case study of IPRC
Kigali” in partial fulfillment of the requirements for the award of the Master of Education in
Curriculum and Instructions.
SUPERVISOR: DR Innocent TWAGILIMANA (PhD)
Signature ………………………….
Date……………………………….
iii
DEDICATION
This work is dedicated to my beloved family members for their patience and support during
the period of my studies.
iv
ACKNOWLEDGEMENTS
This work was accomplished with the help and support of several people. A number of
individuals and institutions made considerable and invaluable contribution to bring this
dissertation to completion. I am indebted to all those who encouraged and assisted me, all of
whom cannot be mentioned here.
I would like to thank the Almighty God for watching over me every time and give me extra
effort that leads me for the work achievement.
I am deeply thankful to my family members for having been part of the accomplishment of
this study.
I express my sincere gratitude to my supervisor for his tireless efforts committed to critically
read through this research and endless advice and guidance to complete this work.
In conclusion, my thanks go to my family members near and far, friends and classmates for
their constant help and encouragement.
May the Almighty God bless you all!
RWAMU Frank
v
ABSTRACT
Technical and Vocation Education Training (TVET) institutions aim at passing on learners
with practical skills so as to become competent at the labor market for solving the problem of
demand and supply. However, there is a big problem of skills acquisition in the TVET system
of Rwanda. This research examined factors affecting skills acquisition in IPRC Kigali. To do
so, TVET administrators, teachers and learners were consulted in order to identify the real
factors affecting practical skills acquisition and to make constructive recommendations for
better improvement of TVET Schools. A descriptive study using the survey method was
considered and 96 respondents from IPRC Kigali were selected as a sample to be contacted
for both questionnaires and interviews with the purpose of responding to the set research
questions.
The major findings reveled by this study are among others the large class size having
negative effects on successful teaching of practical lessons; the types of tools, equipment and
machineries in use in technical and vocational institutions which are old, obsolete and not
compatible with current industrial practices. In addition, lecturers do not have enough
practical skills to deliver as many of them did not acquire those skills during their studies.
Most respondents confirmed that IPRC learners are overloaded by many other courses which
are mostly theoretical, the lack of hardworking spirit among learners, redundancy of some
learners during group works.
In the findings chapter, pseudonym names have been given to respondents for the sake of
confidentiality.
Keywords: Skills acquisition, TVET training, attitude, labor market, workplace.
vi
TABLE OF CONTENTS
DECLARATION ........................................................................................................................ i
APPROVAL .............................................................................................................................. ii
DEDICATION ......................................................................................................................... iii
ACKNOWLEDGEMENTS ...................................................................................................... iv
ABSTRACT ............................................................................................................................... v
TABLE OF CONTENTS ......................................................... Error! Bookmark not defined.
LIST OF TABLES .................................................................................................................... ix
CHAPTER 1: ............................................................................................................................. 1
GERENAL INTRODUCTION .................................................................................................. 1
1.1 Background to the study ................................................................................................... 1
1.2. Statement of the problem ................................................................................................ 2
1.3. Objective of the study ..................................................................................................... 3
1.4. Research questions .......................................................................................................... 3
1.5. Significance of the study ................................................................................................. 3
1.6. Scope and limitations ...................................................................................................... 3
1.7. Definitions of key terms as defined by the Cambridge dictionary .................................. 3
CHAPTER 2: ............................................................................................................................. 5
LITERATURE REVIEW .......................................................................................................... 5
2.1. Introduction ..................................................................................................................... 5
2.2. Attitudes towards Vocational Skill Acquisition .............................................................. 5
2.3. Relevance of Learning Resources in supporting Skill Acquisition ................................ 6
2.4. Courses offered at the Vocational Centers ...................................................................... 7
2.5. Staff and Administration Development at Vocational Training Centers ........................ 8
2.6. Parents’ Involvement in the Learning process of their Children .................................... 9
2.7. Institutional related factors affecting acquisition .......................................................... 11
2.8. Students related factors affecting skill acquisition ........................................................ 11
2.9. Examination related factors affecting Skill acquisition ................................................ 12
2.10. Teachers related factors affecting acquisition of skills ............................................... 12
vii
2.11. Problems facing the skills acquisition in regional countries ....................................... 13
2.12. Conceptual Framework ............................................................................................... 16
CHAPTER 3: ........................................................................................................................... 17
RESEARCH METHODOLOGY............................................................................................. 17
3.1. Introduction ................................................................................................................... 17
3.2. Research design ............................................................................................................. 17
3.3. Sampling Techniques .................................................................................................... 17
3.4. Research instruments..................................................................................................... 18
3.5. Data collection procedure.............................................................................................. 19
3.6. Data analysis techniques ............................................................................................... 19
3.7. Validity and reliability .................................................................................................. 19
CHAPTER 4: ........................................................................................................................... 20
PRESENTATION AND INTERPRETATION OF FINDINGS ............................................. 20
4.1 Introduction .................................................................................................................... 20
4.2. Identification of respondents ......................................................................................... 20
4.2.1 Gender of respondents ............................................................................................. 20
4.2.2 Age of respondents .................................................................................................. 20
4.2.3 Academic background of respondents ..................................................................... 21
4.2.4. Factors Affecting Acquisition TVET Schools........................................................ 22
4.2.5. Place where respondent got vocational training ..................................................... 24
4.2.6. The contribution of TVET learners to the improvement of living standards of
graduates of IPRC Kigali .................................................................................................. 25
CHAPTER 5 ............................................................................................................................ 27
DATA ANALYSIS, SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATIONS ......................................................................................................... 27
5.1. Introduction ................................................................................................................... 27
5.2. Summary of the findings ............................................................................................... 27
5.2.1. To examine the factors that hinder learners’ practical skills acquisition in IPRC
Kigali ................................................................................................................................ 27
viii
5.2.2. To find out whether TVET has impacted positively on employment and skills
acquisition to graduates in IPRC Kigali ........................................................................... 27
5.2.3. To identify challenges facing TVET learners to gain practical skills .................... 28
5.3. Conclusion ..................................................................................................................... 29
5.4. Recommendations ......................................................................................................... 29
5.5. Suggestions for Further Research ................................................................................. 30
REFERENCES ........................................................................................................................ 31
Bibliography ............................................................................................................................ 31
APPENDICES ......................................................................................................................... 35
ix
LIST OF TABLES
Table 1: Gender of respondents ............................................................................................... 20
Table 2: Age of respondents .................................................................................................... 21
Table 3: Academic background of respondents ....................................................................... 21
Table 4: Factors affecting skills acquisition in relation to learners ......................................... 22
Table 5: Factors affecting skills acquisition in relation to Lecturers ....................................... 23
Table 6: Factors affecting skills acquisition in relation to Institution/School ......................... 24
Table 7: Place where respondents got vocational training ....................................................... 24
Table 8: Contribution of TVET to the improvement of living standards of graduates of IPRC
Kigali: ...................................................................................................................................... 25
1
CHAPTER 1:
GERENAL INTRODUCTION
1.1 Background to the study
According to UNESCO’s TVET strategy (2015) which aims at supporting the efforts of
Member States to enhance their TVET systems and to equip all youth with skills required for
decent work, it is in that regard that Asian countries have adopted TVET as strategy
concerned with the acquisition of the competence needed in the world of work. That means
an education and training leading to the acquisition of knowledge, skills, and attitude required
in the workplace environment. It describes all kinds of formal, non-formal and informal
training and learning provided by different technical and vocational institutions and industry.
This type of education is offered to meet needs of individuals and communities as well
UNESCO’s TVET strategy (2015).
The Governments of East African countries including Rwanda have drawn from the regional
guiding framework for TVET on the African continent. Whereby it sets out guidelines for the
design and development of national policies and strategies in skills training, and guidelines
for institutional roles and responsibilities in key TVET interventions (African Union, 2014).
To embrace TVET system as one solution to address the need for qualified and skilled human
resources to tackle the challenge of the imbalance in the supply and demand of skilled labor;
these countries are committed to ensuring that there are skilled workers available on the labor
market to meet the actual labor market demands. Whereas progress has been made over the
years in the areas of education and skills development in Rwanda, significant barriers still
exist, resulting in mismatching of skills and needs in the labor market.
The TVET program is designed to train individuals in different areas of knowledge and skills.
The training offered is impactful if proper infrastructure, sufficient materials and competent
teachers are available. Unless these inputs are adequate and proper, and the process is well
structured and conducted, achieving training objectives and producing competent trainees
may be a difficult task. Skills are essential for the development of Rwanda. Numerous
analytical reports and policy documents, for example the Private Sector Development
Strategy (PSDS), have identified the shortage of relevant skills as one of the major barriers to
economic growth and competitiveness. Skills are lacking throughout the economy, among
people working in the private sector and at public workplaces, as well as among young labor
market entrants (MINEDUC, 2015).
To solve that problem, in the past few years, the Government of Rwanda has invested a lot of
resources in putting in place Technical and Vocational Education Training (TVET), as any
2
education and training leading to the acquisition of knowledge and skills which are relevant
for employment or self-employment.
Unfortunately, in Rwanda like in other parts of East African region, the TVET system, that is
expected to play a critical role in this endeavor by providing necessary skills that will
catalyze the industrialization processes, is not sufficiently developed and young people are
increasingly finding it difficult to find a job. The prevalence of youth unemployment has led
to many employers in Rwanda to blame education institutions of focusing more on quantity
rather than quality of graduates. This approach has led to a mismatch between what
employers look for and what prospective employees are offering, hence the reluctance by
employers to offer full-time jobs to youth. According to Economic Development and
Poverty Reduction Strategy (EDPRS, 2012), the Education Sector Strategic Plan (ESSP,
2013) the National Gender Policy (2004), the Vision 2020, the National Employment
Program (NEP) and the Girls ‘Education Policy there is need for developing skills for a
knowledge-based society if Rwanda is to achieve the structural economic transformation
implied in the targets of Vision 2020 and it also stipulates that major emphasis will be placed
on technical training fields (MINEDUC, 2015).
This research examined factors affecting skills acquisition in IPRC Kigali learner. To do so,
TVET administrators, teachers and learners were consulted to make constructive
recommendations for better improvement of skills development and acquisition.
1.2. Statement of the problem
The impact of the 1994 genocide against Tutsi led to the huge loss of an educated and skilled
workforce. The report by (MINEDUC, 2008) states that “Rwanda suffers from severe
shortages in terms of skilled human capital especially in technical and vocational
professions”. Nowadays, skilled human resources are still imported from mainly regional
countries. To solve this problem related to skills shortage, the Government of Rwanda
through the Ministry of Education has invested much in skills acquisition by creating many
schools delivering vocational and professional courses. However, graduates from TVET
schools lack necessary skills needed for employment or self-employment as quoted from the
Labor Congress and Workers’ Training in Rwanda (2017). The lack of skills is due to
different factors. These factors may be related to learners, lecturers, or to TVET Institutions
and industries.
3
1.3. Objective of the study
The objective of the present study is to:
To investigate the factors related to learners, lecturers and the school that hinder skills
acquisition in IPRC Kigali learners.
1.4. Research questions
The research examined the answers to the following four questions:
1. What are the factors associated with learners that hinder practical skills acquisition in
IPRC Kigali?
2. What are the factors related to IPRC Kigali lecturers that constitute the barriers to
practical skills acquisition of learners?
3. What are the institutionally connected impediments to practical skills acquisition among
IPRC Kigali learners?
1.5. Significance of the study
The outcome of this study, which looked at the factors affecting practical skills acquisition in
the IPRC Kigali learners, revealed the issues and problems relating to practical skills training.
The findings of this study may help teachers to develop effective teaching methods that will
facilitate acquisition of practical skills by learners in IPRC Kigali.The findings may also
provide information to the TVET stakeholders to provide adequate and relevant instructional
equipment that will help learners to acquire the needed practical skills. The findings may also
be used by industries to be aware of the need to provide labor market knowledge to
institutions in order to enhance relevant training. The findings of this study may also
contribute to add knowledge and can be useful to researchers as a source for further studies. It
also offered suggestions and recommendations to address these problems so that graduates
from TVET are practically skilled.
1.6. Scope and limitations
This study is only limited to the IPRC Kigali. This is because the budget and time were
obstacles; otherwise, a countrywide study should provide more clarification on skills
acquisition in Rwandan TVET schools.
1.7. Definitions of key terms as defined by the Cambridge dictionary
Attitude: a feeling or opinion about something or someone, or a way of behaving that is
caused by this.
Competence: is the ability to do something well.
Skills acquisition: is the ability to learn or acquire skills. It involves the development of a
new skill, practice of a way of doing things usually gained through training or experience.
4
Training: the process of learning the skills you need to do a particular job or activity.
Knowledge: understanding of or information about a subject that you get by experience or
study, either known by one person or by people generally.
5
CHAPTER 2:
LITERATURE REVIEW
2.1. Introduction
This chapter reviews the literature related to vocational skills acquisition. The review is
organized in sections dealing with attitudes towards vocational skill acquisition, relevance of
learning resources in supporting skill acquisition, courses offered at the vocational centers,
staff and administration development at vocational training centers, parents’ involvement in
the learning process of their children, factors that influence skills acquisition, institutional
related factors affecting acquisition, students related factors affecting skill acquisition,
examination related factors affecting skill acquisition, teachers related factors affecting
acquisition of skills, problems facing the skills acquisition in formal sector, problems facing
the skills acquisition in regional countries, difficulties contributing to youth unemployment in
Kenya. It is ended by the conceptual framework.
2.2. Attitudes towards Vocational Skill Acquisition
Attitude refers to how one feels or thinks about an act towards objectives and ideas. Attitude
may be defined as “positive or negative feelings that an individual holds about objects,
persons or ideas”. Learners who join technical or vocational centers for already have formed
opinions; some of these opinions are culturally-based. They are found in some cultural beliefs
and practices, even in Rwandan communities, towards technical and vocational related work.
Some communities showed the low status accorded to craft and vocational education.
Masonry, tailoring, carpentry, driving, dressmaking and metal work are despised by some in
society (Keil, 1985).
In the report of the commission of inquiry into the education system of Kenya of 1999,
Totally Integrated Quality Education and Training, T1QET, chaired by Koech pointed out
that “one of the hindrance to the development of a technological culture is found in some
cultural beliefs and practices among a number of Kenyan communities towards technically
related work”. Certain communities said these jobs “were for other people” not their children
Educationist should be liberated from this mentality” (Gitau, 1998). Many of them design
vocational education for other people’s children instead of designing a universal system that
is suited for all children who decide to join that career including their own children. One
important recommendation of the Koech commission was that education be designed to play
a deliberate role of demystifying the negative attitude towards work and locally manufactured
goods. It is possible for trainers to build positive attitude into students to ensure good
performance. Positive attitude is an ingredient in achieving desirable performance in
6
vocational training (Njoroge, 1998). Immediately after independence, students’ attitude
toward vocational training was very positive. This author further notes that it is at this time
that the youth polytechnics were very vibrant. Attitude played a vital role in determining the
pupil’s performance in the subject. Pupils with a negative attitude failed in mathematics in
the Kenya Certificate of Secondary Education examinations. This could possibly be applied
to the vocational training to show that pupils with favorable attitude towards training will do
better than those with unfavorable attitude (Rimbui, 1982).
One of the most important factors that influence academic outcome is a positive attitudinal
approach to pupil’s performance rather than a negative attitudinal imposition of punishment
for poor result by educators. When trainers reward good performance of their students, they
continue to do well. However, punishment imposed on learners because of poor performance
is a sign of negative attitude and exposes learners to continue performing poorly (Charlton,
1990).
2.3. Relevance of Learning Resources in supporting Skill Acquisition
Learning resources in vocational education support skills acquisition. These include text
books which (Jacques, 1990) described as instructional for excellence. According to him they
are central to training or teaching. In the developing countries they constitute 85% of
educational sector’s expenditure. A classroom that is deprived of text books promotes little
skill acquisition and students are obliged to rote learning, recitation, copying from the
blackboard and taking lecture notes (Jacques, 1990).
In many cases the lack and inadequacy of instructional materials seriously hampers the
effectiveness of non - formal training. Above all, the viability and sustainability of programs
has frequently proved difficult. For example, if a trainee has to effectively acquire tailoring
skills he/she has to be provided with a sewing machine, threads, tapes, bobbin, bobbin case
and fabrics (Hadra, 1996).
This shows that the vocational education and training requires adequate instructional
resources in order for the delivery to be adequate. The adequacy of the resources gives the
trainers easy time in explaining facts.
The sector TVET has been ignored for a long time in most countries. According to (Maclure,
1997), it is evident that fewer financial and human resources have been devoted to vocational
education and training. It is finances that enable the heads of vocational institutions to
purchase learning resources that are adequate in supporting skills acquisition (Maclure,
1997).
7
2.4. Courses offered at the Vocational Centers
Primary school leavers from within immediate community are the trainees recruited to
vocational training centers, more so, those who miss form one places. In most of these
training centers, trainees take a period of two years to complete training especially those who
train at the youth polytechnics. They train in vocational skills such as masonry, carpentry and
joinery, metal work, plumbing and tailoring (Maclure, 1997).
The youth polytechnics must take initiative and develop good strategies and aggressive
programs for their students that will alleviate the problems affecting people living in the
neighborhood. Education should be concerned primarily with the development of general
background attitudes while what increases knowledge and skills in a particular field is
training (Eraser, 1978).
Owano (1988) states that these vocational training centers only cater for a very tiny fraction
of the unemployed primary school leavers and he goes further to assert that a narrow
spectrum of skills needed in the rural areas were being taught. Mungai (1995) explains that:
“There should be a close link or cohesion between youth polytechnics and Jua-kali
sectors for providing quality training to the latter in order to improve quality of
products.”
The youth polytechnics (YPs) are provided with basic facilities and equipments to enable
them give quality training at artisan level (Kamunge, 1988).
Vocational training centers are encouraged to offer courses according to the needs of their
localities such as short tailoring courses for upgrading courses as well as Jua-kali operators
and health workers for the surrounding community (Koech, 1999).
Most vocational centers offer practical skills usually masonry, carpentry, tailoring,
dressmaking, knitting, home economics and livestock rising (Allen, 1972).This author,
however, says that:
“There is serious neglect for the development of business skills. Most of technical
training in the micro and small business enterprise (MSE) sector is carried out through
traditional apprenticeship system, particularly in manufacturing and services”.
Apprenticeship is the largest source of skill training in the informal sector (Yambo, 1991). A
study by the World Bank in (1990) estimated that 40% of all trainees acquire their skills
through traditional apprenticeship. Apprenticeship method of learning has an advantage
because of its cost effectiveness”. Business education is possibly the most significant change
in Kenya’s education and training system. In the past decade there has been introduction of
8
business skills at almost all levels of education and training in primary and secondary
education and from youth polytechnics. It is not clear the impact that business skills have
(King, 1996).
2.5. Staff and Administration Development at Vocational Training Centers
A summary of IIEP workshop of 1991 Dec 9th-13th
states that “Institutions are very
important part of society. They do not exist in isolation. They exist in a society with social
economic and political needs and problems. In this regard education is therefore planned at
all levels to make it more effective and efficient in responding to the social economic and
political needs of the society”.
In regard to an institution, it is to make it more effective and efficient in responding to the
needs and goals of the institutions. All these call for good and effective management.
Vocational education and training instructors have to be trained in pedagogy as well as in
technical areas. This should improve and strengthen their terms and condition of service.
Local authorities should give full support (Kamuge, 1988).
More over all managers and instructors of vocational training centers should have a scheme
of service and their low wages should be improved. This would improve their morale.
For example, the Kenyan government Master Plan on Education (1997) points out that “YPs
are managed by a manager and 14 members of the Board of Governors (BOG)”.The
document says also that “one of the roles of BOG is collaborating with District Education and
Technical Board (DETB) in the management of the teaching force, for example with regard
to staff establishment, appointment and discipline”.
However, no information was available to establish managers and instructors recruitment
procedures followed in the past and how loopholes have been sealed for effective
management of vocational and technical training for rural development.
No organization can choose whether or not to train employees. All new employees regardless
of their previous training education and experience need to be introduced to their new work
environment and to be shown how to perform specific tasks .Moreover, specific occasions for
retraining arise when employees are transferred, promoted or when jobs change and new
skills must be learnt, perhaps because of changes brought about by technological changes
(Pigors & Myers, 1984).
The types of employee training best suited to a specific organization depends upon a number
of factors. First, skills called for jobs to be filled. Second, qualifications of candidates
9
applying for jobs. Lastly, the kind of operating problems confronted by the organization.
These factors above are very relevant to teachers in the vocational and training centers.
In service training is a lifelong process in which the teacher is constantly learning and
adapting new challenges of the job. Much of this training is self-directed and is carried out by
reading books and articles on education”. It is clear that he highly recommends the training of
those on job to help them keep abreast with the new changes. This includes those teaching at
the vocational and training centers (Farrant, 1986). Professional training is a precondition of a
teachers’ professional efficiency”. In its absence, the teacher will not face the student with
confidence and is likely to commit serious pedagogical blunders (Sidhu, 2000).
Sidhu continues to state that:
“the advantages of pre- service training as improving and ensuring efficiency by
giving the teacher a command over the method of teaching, enhancing his skills in
questioning and acquainting the teacher with objectives of teaching, by giving him the
knowledge of psychological principles of learning and of governing the behavior of
the child and equipping him with a number of devices, techniques and tricks of trade”.
This argument, therefore says that training is necessary for a teacher or any employee.
2.6. Parents’ Involvement in the Learning process of their Children
The involvement of parents in the learning process provides an environment that develops
learners’ intellectual and creative talents. The nature of parents involvement whether
economically or socially is influenced by the nature of interactions a child has with his/her
parents at home.
When parents get involved in academic affairs of their children, academic performance
improves. Parental influence is more profound than that of school (Finn, 1972). Parental
encouragement helps a student to succeed by increasing one’s confidence, development of
positive attitudes towards education will affect their involvement and their children’s views
of education (Bloom, 1964).
Parental encouragement among other factors was significantly related to the child’s academic
performance. As explained by (Okwir, 1983), when a parent is involved in the child’s
education at home, he takes his child to good schools and the schools where the children go
to perform better. He further stated that involvement of parents helped send a message to the
students that the school is more important and the family expects the child to take school
more seriously. This author ends up by saying that the home environment that encourages
10
learning is more important to students than income, level of education of parents and the
cultural background.
Parents ought to discuss school issues with their children to be aware of what is happening in
school. When children and parents talk regularly about school, children perform better
academically. When parents were involved in school affairs children stayed for longer period
in school and dropout rates became low (Williams, 1976).
Involvement in school included participation in helping with homework, discussing school
matters and actively organizing and monitoring a child’s school activities. The involvement
should start early to enhance good performance. The earlier the involvement begins in a
child’s education process, the more powerful effects it has on him (Finn, 1972).
The school should encourage parents to take an active role in educational pursuit of their
children (Orodho, 1992). He further added that parents should purchase resources such as
textbooks for their children. Cooper Smith (1975) explains that home environment may
enhance positive self- esteem by providing warmth respectful treatment.
The parents who were disconcerted tended to train their sons from the earliest years of
grammar to take school seriously and use education as the means of climbing into the middle
class. This means that the way a parent views education and verbally encourages his child can
encourage the child to perform well. This would mean that levels of occupation of parents are
not the only determinants of good academic performance. Unfavorable homes or the
maladjusted homes will manifest frequent parental quarrels, insecurity, child abuse and
divorce among other forms of maladjustment. If the child comes from a favorable and
encouraging home environment then such child will perform well. However, there are certain
contradictions worth noting. This is where a child from an enabling home environment may
not be doing well in school (Koller, 1961).
There is accumulated evidence that parental encouragement is of more profound significance
than intelligence quotient, social economic status or other school variables. Teachers ought to
allow the presence of parents in classroom. This can be beneficial in that it may enhance the
status of the teacher (Sharrack, 1980).
There was a need for parental involvement in the assessment and diagnosis of the Child’
skills, abilities and teaching requirements. Parents should have access to school records. The
result showed that parental involvement had a positive impact. This situation is likely to
apply to skill acquisition among the learners in vocational centers. It was also noted that the
results were depending on the child's age, mother’s educational background or family
11
financial status (Mitter, 1982). The extent of parental interest and involvement in school
activities positively relates to pupils’ achievements (Fantini, 1980).
2.7. Institutional related factors affecting acquisition
With changes in curriculum offered in these institutions from the date of establishment, the
big challenge has been how much these institutions are in preparing good results in skill
acquisition. An experience sharing workshop held in Ouagadougou Burkina Faso in 2007
(UNEVOC, 2008) noted that the major problems that should be solved in technical and
vocational institutions in Africa include obsolete infrastructure and teaching aids and absence
of or little relation with job market (Avedi, 1999). Unless the governments and the ministries
of education tackle the problems created by inadequate supplies of books and equipment, the
reforms in public examinations no matter how far reaching are likely to be very effective. The
World Bank observers Report (1994) says that to produce well trained graduates with
excellent skills, further and higher education institutions must be able to bring together the
minimal inputs necessary for successful performance and skill acquisition (World Bank
Report, 1992). Scientific laboratories and workshops needed to be well equipped with
consumable products and materials. They go further to note that “provision must be made for
proper maintenance of buildings and equipment”. Upgrading of laboratories is also a priority
in their findings. Institutions should operate with sufficient study space that caters for the
teaching and research needs of various academic departments (Kelleghan, 1992).
2.8. Students related factors affecting skill acquisition
Students' characteristics included age, sex, location of birth, possession of exercise books for
each subject, sharing textbooks, academic level of father and mother, education and
occupation of brothers and sisters, time spent on homework and other factors have also been
seen to affect skill acquisition (Eshiwani & Ole, 1988).
As argued by (Mulwa, 2005) there is an interesting observation particularly for this study
where elderly students are going back to class after a long period of time with the intention of
acquiring higher qualifications and remaining relevant at their place of work. Indiscipline
among the pupils influenced negatively their performance. (Monari, 2005) notes that
indiscipline has been cited as the sole explanation to the mass failure of students in skill
acquisition. He found that 71.4% of Kenyan schools and vocational centers have experienced
indiscipline problems and due to this 50.0% have not been able to graduate as properly
skilled students in vocational subjects. Children's performance in languages in schools is
influenced by the education of siblings among other factors. This is to say that educated older
siblings usually help their younger brothers and sisters with their academic work, hence
playing even a more important role as educational models (Omulando, 1979). The entry
12
marks of students to higher school learning institutions and training centers greatly influence
performance and skill acquisition at the end of learning (Mugambi, 2006).
2.9. Examination related factors affecting Skill acquisition
The entry requirements into various courses are as follows. Technical Education
Programmers (TEP) artisan courses states that candidates should have completed primary
education or have any other acceptable equivalent qualification. TEP course or TEP modular
courses states that the candidates taking such courses should have completed and passed in a
relevant artisan course or passed with a mean grade of (D plain) or have any other acceptable
equivalent qualification. TEP modular and non-modular diploma courses state that the
requirement for candidates are that they should have completed in a relevant craft course or
have KCSE with a mean grade of C (minus). Candidates can as well have any other approved
equivalent qualifications. TEP modular and non-modular higher diploma courses require a
student who aspires to take the courses to have completed and passed in a relevant diploma
course or any other approved equivalent qualifications (Kenyan Ministry of Education,
2010).
From these regulations notes that no emphasis is put in individual subjects as long as the
candidate has the minimum mean grade then that student qualifies for admission. Therefore
this is another factor that affects acquisition of skills among the youth in vocational training
centers (Maclured, 1997).
2.10. Teachers related factors affecting acquisition of skills
Researchers appear to agree that burnout is not easily defined. (Byrne, 1994) says that it is
difficult to define burnout by stating that:
“To date there is not universally accepted definition of burnout. Teacher burnout is
an occupational hazard which professions staffs are exposed to, including teachers”
He goes on to define teacher burnout as “physical, emotional and attitude exhaustion that
begins to gradually slip away (Cater, 1994).
In a paper presented at the East Central Africa Division Teachers Convention further defines
burnout “as figurative expression of a situation of extinction of energy, motivation or
incentive which implies a change in attitude and behavior in response to a demanding
frustrating and unrewarding work experience (Amimo, 2008).
After making an observation in one school within the District of Columbia, also came up
with some causes of teacher burn out such as much paper work and too much work load due
13
to understaffing, lack of resources, monotony or lack of variety in instruction and taking the
teaching job too seriously (Maeroff, 1996).
In the educational environment, claims that teacher burn out results into reduced pupil teacher
ratio, teacher warmth, teacher satisfaction, pupil motivation and intimately teaching
effectiveness. He further observed that this burn out will result into absenteeism from school,
truancy, drunkenness, career changes and early retirement. All this will trickle down to poor
performance in school (Cunningham, 1983).
The effects of teacher burn out by claiming that “teachers who become burned out may be
less sympathetic towards students, may have lower tolerance for frustration in the classroom,
may plan for their classes less often or less carefully, may fantasize about or actually plan on
leaving the profession, may feel frequently emotionally or physically exhausted, may feel
anxious, irritable, depressed and in general less committed and dedicated to their work”.
Causes and effects of burn out are yet to be found out if they are also factors affecting skill
acquisition(Farbers,1984).
2.11. Problems facing the skills acquisition in regional countries
a. Difficulties contributing to youth unemployment in Kenya
Youths face many challenges while seeking for employment. These include few available
employment opportunities against a fast growing pool of employment seekers; lack of
requisite skills sought by industry due to mismatch of TVET acquired skills and industry
expectation; and poor access to information on available opportunities. Other measures are:
gender and cultural biases; ethnicity and corruption; unfavorable geographical distribution of
jobs; and limited career guidance. Job seekers cite limited financial resources, lack of
relevant skills and experience as major obstacles (HARRY L. 2014).
14
B. Rwanda TVET Qualification Framework
Junior Managers
Professional
Supervisor
Technicians
Semi-skilled Worker/Assistant
Operators
Advanced Operator/Qualified
Workers
Skilled Worker/Operators
REQF & RTQF STRUCTURE/MAPPING OF OCCUPATIONS
REQF Level 7 TVET Advanced DiplomaRTQF Level 7-240-360 Credits
REQF Level 6 TVET DiplomaRTQF Level 6/120-240 Credits
REQF Level 5 TVET Certificate IIIRTQF Level 5/90-120 Credits
REQF Level 4 TVET Certificate IIRTQF Level 4/90-120 Credits
REQF Level 3 TVET Certificate IRTQF Level 3/90-120 Credits
REQF Level 2 TVET Basic skills LevelRTQF Level 2/≥120 Credits
REQF Level 1 TVET Foundation LevelRTQF Level 1/ ≥120 Credits
REQF Level QUALIFICATION TITLERTQF Level Eg.OCCUPATION TITLES
REQF Level 8 – 480 Credits Bachelor Degree
REQF Level 9 – 180 Credits Masters Degree
REQF Level 10 - No Credit Rated Doctoral Degree
Managers
Senior Managers
Professors and Other Senior Management
Positions
This RTQF is operating up to level 7 and has the following level descriptors:
Level 1: TVET Foundation level
The TVET Foundation Level recognized learning development and achievement that ranges
from participation in experiential situations to the achievement of basic tasks with varying
degrees of support.
Level 2: TVET Basic vocational skills level
Ability to work alone or with others on simple routine tasks under frequent and directive
supervision and use a few basic, routine skills to undertake familiar and routine tasks.
Complete pre- planned tasks. Make use of with guidance the basic tools and materials, safely
and effectively.
Level 3: TVET Certificate I
Ability to work alone or with others on routine/familiar tasks under supervision and Use
given stages of a problem solving approach with guidance to deal with a situation or issue,
Use a few basic/routine skills to complete routine tasks with some non-routine elements.
Level 4: TVET Certificate II
Ability to work alone or with others on routine tasks with minimum supervision and Use a
problem solving approach to deal with a situation or issue which is straightforward in relation
to a subject/discipline, Plan and organize both familiar and new tasks.
Level 5: TVET Certificate III
Ability to take responsibility for the carrying out of a range of defined activities under non-
directive supervision, Use a wide range of routine skills, Plan how skills will be used to
15
address set situations/problems and adapt these if necessary, Draw conclusions and suggest
solutions.
Level 6: TVET Diploma
Ability to exercise some initiative and Independence in carrying out defined activities at a
professional level, Takes supervision in less familiar areas of work, takes some managerial
responsibility for the work of others within a defined and supervised structure and Manage
limited resources within defined areas of work, Take the lead in implementing agreed plans
in familiar or defined contexts, Takes account of own and others‟ roles and responsibilities in
carrying out and evaluating tasks.
Level 7: TVET Advanced Diploma
Ability to exercise autonomy and initiative in some activities at a professional level, Takes
significant managerial or supervisory responsibility for the work of others in defined areas of
work, Manages resources within defined areas of work, Takes the lead on planning in
familiar or defined contexts, Takes continuing account of own and others‟ roles,
responsibilities and contributions in carrying out and evaluating tasks.
C. Cases of skills gaps in Rwanda
In the TVET Policy (2008) published by the Rwandan Ministry of Education (MINEDUC),
the main problem of the sector is the fact that Rwanda suffers from serious deficiencies in
terms of trained human resources for the technical professions. The impact of the 1994
genocide, which resulted in the massive loss of an educated and skilled workforce, further
compounded the problem. This poses a great threat to Rwanda in reaching its Vision 2020
targets.
Although the Education Sector Policy and the National Science, Technology and Innovation
Policy clearly indicate the Government’s commitment to develop and improve TVET, the
country still is in dire need of skilled workers and technicians.
The TVET lacks effectiveness and relevance to the reality of the workplace. Even in those
occupational fields that show high demand for skilled workforce, like the construction sector,
TVET graduates remain unemployed because they have not acquired the practical hands-on
competencies. For the priority economic sectors such as tourism, mining, ICT services, food
processing, coffee, tea, alternative technologies and handcraft the TVET offer is partly
missing and unrelated to sector development tendencies.
16
2.12. Conceptual Framework
This conceptual framework contains the two kinds of variables, the independent ones and the
dependent ones. The independent variables include general variables, institutional related
factors, examination related factors, and teacher related factors. All these factors, once being
worked on in a positive manner, they may contribute to the change of learners’ attitudes,
learners’ hands-on acquisition and should promote learners’ innovation and knowledge in
general.
Dependent variables
Institutional related
Insufficient or old tools and
equipments
No Industrial Internship
Curriculum issues
Insufficient fund
Examination related factors
● Entry profile into courses
● Final grades
Teacher related factors
● Teacher burnout
Teachers not trained
Teachers not motivated
Attitude
Hands-on or
practical skills
Innovation
Knowledge
General variables
Learning resources
Courses offered
Staff and Administration
development
Job satisfaction
Parent involvement
Independent variables
17
CHAPTER 3:
RESEARCH METHODOLOGY
3.1. Introduction
This chapter gives a brief summary of the various steps and methods used by the research.
These include research design, location/setting, population, sample and sampling techniques,
research instruments for data collection, validity and reliability of the research instruments,
data collection procedures and ethical issues.
3.2. Research design
Research design is taken as a structured plan and a tactic for investigation dedicated to
answer the research questions. The objective of this study is to examine the factors that affect
the practical skills acquisition in TVET schools. A descriptive study using the survey method
was considered given that the study itself is qualitative in nature. 96 respondents from IPRC
Kigali were selected as a sample to be contacted for both questionnaires and interviews with
the purpose of responding to the set research questions. Primary and secondary sources were
used to produce data for the study. Primary sources of data will be School Managers, teachers
and trainees. Policy documents, books, journals and legal documents will be used as
secondary sources (Orodho, 2005).
3.3. Sampling Techniques
This study was done in IPRC Kigali. The target population of this study comprised 1,200
students , lecturers and administrative staff. The number of students comprised of both males
and females. The information provided was used to determine factors affecting acquisition of
practical skills in the TVET (IPRC Kigali). In my study I used the proportionate Stratified
Sampling which is a sampling technique wherein the population is sub-divided into
homogeneous groups, called as ‘strata’, from which the samples are selected on a random
basis. In this approach, each stratum sample size is directly proportional to the population
size of the entire population of strata. That means each strata sample has the same sampling
fraction.
18
For the case of IPRC Kigali, the following formula and table were used to obtain the sample
population:
Nss=N*Sf where
Population size (N)
Sampling fraction (Sf)
Final sample size for each stratum (Nsss)
Stratum Learners/students Lecturers Administrative staff
Population size (N) 1050 100 50
Sampling fraction (Sf) 8:100
8:100
8:100
Final sample size for
each stratum (Nsss)
84 8 4
The total sample size for the entire population is the sum of all final sample size for each
stratum: 84+8+4=96
3.4. Research instruments
In order to keep costs low and have high response rate, the researcher used questionnaires
containing open and closed questions and unstructured interviews in order to give detailed
level of content. The questionnaires comprised information on personal details, information
about courses offered and resources available. Questionnaires were administered to
respondents. This also enabled the researcher to explain and answer questions from the
respondents.
19
3.5. Data collection procedure
The researcher visited IPRC Kigali with a letter of introduction. He introduced his topic and
explained the assistance he needed from the respondents. The questionnaires were distributed
to the administrators, teachers and students to fill after a brief explanation by the researcher.
3.6. Data analysis techniques
Descriptive statistics were used to analyze data in terms of percentages and proportions
applied to establish the factors that affect acquisition of practical skills. To enhance
conceptualization of the findings, tables and were also used.
3.7. Validity and reliability
Validity is the extent to which an instrument measures, what it is supposed to measure. For
this study, one of instruments used is questionnaire. So before testing, the questionnaire
variables were defined and asked the experts in the area of research like the dissertation
supervisor to evaluate the content of questionnaires to determine their content and validity.
Reliability is a measure of degree to which a research instrument gives consistent results after
repeated trials.
20
CHAPTER 4:
PRESENTATION AND INTERPRETATION OF FINDINGS
4.1 Introduction
This chapter intends to make an analysis and interpretation of the findings of the study to
achieve the research objectives, which include; analyzing the factors affecting practical skills
acquisition in IPRC Kigali learners. The identification of the respondents is also considered
to establish their relationship with the variables under investigation.
4.2. Identification of respondents
The study investigated on social characteristics of the respondents chosen in IPRC Kigali.
The reason was to establish whether such characteristics have a strong bearing on the factors
affecting practical skills acquisition in IPRC Kigali learners. The findings are presented in the
subsequent tables.
4.2.1 Gender of respondents
The research further investigated the respondents’ gender. The reason was to find out if both
men and women hold same views or different ones on the factors affecting practical skills
acquisition in IPRC Kigali. This is presented statistically below;
Table 1: Gender of respondents
Frequency Percent Valid percent Cumulative percent
Male 40 41.7 41.7 41.7
Female 56 58.3 58.3 100.0
Total 96 100.0 100.0
Source: Primary data, March 2019
Table above shows that female respondents constituted 41.7% while male respondents were
58.3%.
This implied that females were the major respondents while males were the minor
respondents of the study.
Females being the major respondents had views on the factors affecting practical skills
acquisition in IPRC Kigali and were they made up the majority of respondents compared to
males.
4.2.2 Age of respondents
The researcher explored the age of the respondents in regard to the factors affecting practical
skills acquisition in IPRC Kigali.
21
Table 2: Age of respondents
Age Frequency Percent Valid percent Cumulative percent
20-30 43 44.8 44.8 44.8
31-40 40 41.7 41.7 86.5
41-50 13 13.5 13.5 100.0
Total 96 100.0 100.0
Source: Primary data, March 2019
The table presents that 44.8% of the respondents were between 20-30 years, 41.7% were
between 31 - 40 years and 13.5% were between 41-50 years. This implies that most of the
respondents were between 20-30 years and had ideas on the factors affecting practical skills
acquisition in IPRC Kigali, the few were between 41-50 years and they had just entered IPRC
Kigali to get experience. This also implies that IPRC Kigali employs young and fresh
graduate who are energetic and are very familiar and updated with the factors affecting
technical and vocational education training (TVET).
4.2.3 Academic background of respondents
The researcher also considered the academic background of respondents to establish how it
relates to the factors affecting technical and vocational education training learner in practical
skills acquisition. The findings are presented in the table below;
Table 3: Academic background of respondents
Age Frequency Percent Valid percent Cumulative percent
Diploma 30 31.3 31.3 31.3
Bachelor’s
degree
48 50 50 81.3
Master’s degree 18 18.8 18.8 100.0
Total 96 100.0 100.0
Source: Primary data, March 2019
The table above shows that 31.3% of the respondents had Diploma, 50% had Bachelor’s
degree, and 18.8% had Masters’ degrees. This implied that majority of respondents had
attained Bachelor’s degree and diploma level of education and were mostly employed in the
technical and vocational education training (TVET) sector due to their knowledge and
experience in the their respective fields. However, those who had other levels of education
were working as messengers and junior subordinates in the same field.
22
4.2.4. Factors Affecting Acquisition TVET Schools
It has been noted that there are several factors that affect practical skills acquisition in
TVET Schools.
The table below describes the adequacy of those factors:
Table 4: Factors affecting skills acquisition in relation to learners
Factors Frequency Percent Valid
percent
Cumulative
percent
Learners overloaded by other
theoretical courses
30 31.2 31.2 31.2
Learners redundancy in practical
works
27 28.2 28.2 59.4
Laziness of learners 13 13.5 13.5 72.9
Learners hardworking spirit 17 17.8 17.8 90.7
Attitude /discipline 9 9.4 9.3 100.0
Total 96 100.0 100.0
Source: Primary data, March 2019
From the above table, 31.2% of respondents revealed that learners were overloaded by other
theoretical courses and learners’ redundancy in practical works is considered as factors which
affect practical acquisition skills. 28.2% of respondents said that laziness of learners is also
considered as factors affecting practical skills acquisition in TVET Schools. 13.5% of
respondents said that learners hardworking spirit is important as factors affecting skills
acquisition in TVET Schools, Attitude /discipline is also a factor which affect practical skills
of the students.
23
Table 5: Factors affecting skills acquisition in relation to Lecturers
Factors Frequency Percent Valid
percent
Cumulative
percent
Lecturers are overloaded with so many
other administrative tasks
25 26.1 26.1 26.1
Lack of possession of adequate
practical skills by the lecturers
23 24
24
50.1
Lecturers don’t assist and guide the
students during practical
15 15.6
15.6
65.7
Large class size make it difficult for
lecturers to properly organize practical
26 27.1
27.1
92.8
Lecturer are reluctant to conduct
practical session for students
7 7.2
7.2
100.0
Total 96 100.0 100.0
From the above table, it is revealed that 26.1% of respondents revealed that Lecturers are
overloaded with so many other administrative tasks which are considered as factors which
affect practical acquisition skills. 24% of respondents said that Lack of possession of
adequate practical skills by the lecturers is also considered as factors affecting practical skills
acquisition in TVET Schools. 15.6% of respondents said that Lecturers don’t assist and guide
the students during practical which is also a factor which affects skills acquisition in TVET
Schools, Large class size make it difficult for lecturers to properly organize and Lecturer are
also reluctant to conduct practical session for students.
24
Table 6: Factors affecting skills acquisition in relation to Institution/School
Factors Frequency Percent Valid
percent
Cumulative
percent
Most machines/equipped are obsolete
and no longer in use
25
26.1
26.1
26.1
There are no basic tools for use during
students’ practical
18
18.7
18.7
44.8
Shortage of consumables needed for
demonstration to students
23
24
24
68.8
Lack of teaching guides and text books 16 16.6
16.6
85.4
Lack of good number of
trained/professional teachers
8
8.3
8.3
93.7
Inadequacy of curriculum 6 6.3 6.3
100.0
Total 96 100.0 100.0
From the above table, it is revealed that 26.1% of respondents revealed that Most
machines/equipped are obsolete and no longer in use it is among the factors which affect
practical acquisition skills. 18.7% of respondents said that there are no basic tools for use
during students’ practical is also considered as factors affecting practical skills acquisition in
TVET Schools. 24% of respondents said that Shortage of consumables needed for
demonstration to students is also a course to the factor which affect skills acquisition in
TVET Schools, 16.6% of respondents said that Lack of teaching guides and text books is also
an effect and also Lack of good number of trained/professional teachers.
4.2.5. Place where respondent got vocational training
Table 7: Place where respondents got vocational training
Statements Frequency Percent Valid
percent
Cumulative
Percent
Public Vocation Training 56 58.3 58.3 58.3
Private vocation training 40 41.7 41.7 100.0
Total 96 100.0 100.0
Source: Primary data, March 2019
The table above shows that 58.3% of respondents said that the place where they got
vocational training are public institutions. Vocational training in Rwanda is given out by
different institutions both public and non-public institutions were vocational training
25
providers. The public sector comprises institutions owned by Central Government, Local
government while the private sector constitutes Civil Society Organization, Faith Based
Organization, Private Companies and Individuals. The results in Table below show that many
graduates got their vocational training skills in IPRC, Polytechnics and other public VTC’s.
Vocational graduates preferred vocational training in public institutions than in private
technical centers due to many factors some being fees paid in public institutions being lower
compared to those paid in private centers, availability of qualified instructors and equipment
for practical and the better organization of public.
4.2.6. The contribution of TVET learners to the improvement of living standards of
graduates of IPRC Kigali
Technical And Vocational Education Training (TVET) prepares the students to be ready for
the labor market where the skills obtained enables them to succeed in the Rwanda job market.
This section presents the findings on the contribution of Technical and Vocational Education
Training (TVET) Learners on improvement of living standard of graduates of IPRC KIGALI.
The respondents’ views are presented on the table below:
Table 8: Contribution of TVET to the improvement of living standards of graduates of
IPRC Kigali:
Contributions Frequency Percent Valid
percent
Cumulative
percent
Creation of employment 20 20.8 20.8 20.8
Obtain profitable labor 12 12.5 12.5 33.3
Savings and Income improvement 22 22.9 22.9 56.2
Acquisition of material s to be
used on job
16 16.7 16.7 72.9
Access to health care services and
shelter
12 12.5 12.5 85.5
Success on labor market 14 14.8 14.5 100.0
Total 96 100.0 100.0
Source: Primary data, March 2019
The table above shows that the graduates in IPRC Kigali in VTEC were able to create
employment as confirmed by 20.8% of the respondents. The graduates who finished their
studies in IPRC Kigali obtained profitable labor in other companies or individuals as
confirmed by 12.5% of the respondents.
Students, graduates, management of IPRC Kigali said that the graduates in IPRC Kigali in
VTEC improved their income and savings they made per month as confirmed by 22.9%.
26
Due to the income they get, graduates in IPRC Kigali acquire materials to be used in their
activities as confirmed by 16.7% of the respondents.
Graduates in IPRC Kigali in masonry are able to access health care services and access to
shelter as responded by 12.5% of all respondents. This implies that the VTEC contributes to
the improvement of living conditions of graduates in IPRC Kigali.
The respondents also said that Technical and Vocational Education and Training especially in
its VTEC play an integral role in the growth and development of human capital and the
economy. Technical and Vocational Education and Training in the masonry domain provide
opportunities for the learners to be self-employed and provide an avenue for self-reliance and
contributing their quota to the development of the country. VTEC is extremely important in
improving and improving Rwanda’s infrastructure sector while supplying a capable work
force. Technical and Vocational education, if cheap and widespread, can greatly reduce
unemployment rates by giving people useful and entrepreneurial skills. Technical education
can greatly improve efficiency in many industries and can lead to brilliant innovation in
others.
The respondents added that the economic competitiveness of Rwanda also depends on the
skills of its labor force. The skills and competencies of the work force, in turn, are dependent
upon the quality of Rwanda’s education and training systems. Technical and vocational
education especially in masonry career is perceived as one of the crucial elements in
enhancing economic productivity because such schools prepare and supply future workers
with appropriate knowledge and skills to enhance their productivity and, therefore, promote
economic growth.
The respondents (14.8%) said that graduates in VTEC succeed in the labor market and
participate highly on the labor market, lower unemployment, opportunities to acquire a
qualification for all categories which did not previously have one and the chance to advance
in professional hierarchy. Through lifelong learning, individuals can improve their job
opportunities and qualification levels. Higher remuneration offers new opportunities which
lead to further economic and social outputs, such as economic autonomy, and can also
enhance psychological wellbeing. All these factors ultimately impact individual productivity.
In Rwanda, VTEC main outcomes include a higher rate of labor-market participation coupled
with lower unemployment.
27
CHAPTER 5
DATA ANALYSIS, SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATIONS
5.1. Introduction
This chapter represents the final summary of the research findings, recommendations, and are
all based on the objectives of the study.
5.2. Summary of the findings
The summary of the findings are given below based on the study objectives. They are as
follows:
5.2.1. To examine the factors that hinder learners’ practical skills acquisition in IPRC
Kigali
According to the findings obtained from fist objective of the study 31.2% of respondents
revealed that learners are overloaded by other theoretical courses which are considered to be
as factors affecting acquisition among learners , 28.2% of respondents said that learners
redundancy in practical works are considered as a factor affecting acquisition of learners
skills, 13.5% of respondents said that laziness of learners is considered as vital factors
affecting acquisition of learners skills, well as learners hardworking sprit is among the
factors that affect learners skills acquisition.
5.2.2. To find out whether TVET has impacted positively on employment and skills
acquisition to graduates in IPRC Kigali
According to the second objective of the study the result shows that impact of Technical and
Vocational Education Training (TVET) Learners on skills acquisition, whereby the
respondents who represent 34.4% said that Technical and Vocational Education Training
(TVET) training facilitates learners in acquiring employable skills. The graduates in IPRC
Kigali in VTEC were able to create employment as confirmed by 20.8% of the
respondents.The graduates who finished their studies in IPRC Kigali in TVET and obtained
gainful employment 12.5% of the respondents. As responded by students, graduates, officials
of IPRC Kigali 22.9% indicated that their income and savings per month improved. The
respondents added that the economic competitiveness of Rwanda also depends on the skills
of its work force. The skills and competencies of the work force, in turn, are dependent upon
the quality of Rwanda’s education and training systems. The respondents (14.8%) said that
28
graduates in VTEC succeeded in the labor market and had a higher participation in the labor
market, lower unemployment, the opportunity to advance their qualifications in all categories
and the chance to advance in a professional hierarchy.
5.2.3. To identify challenges facing TVET learners to gain practical skills
The third objective presents that graduates face numerous challenges such as high cost of
equipment and poor perception of the general public on TVET as agreed by 29.2%. One of
the graduate students said that: “It has been always a challenge to change the mindset of
parents, the community and stakeholders about vocational education being second choice to
academic education. People tend to view TVET in a negative way, as education and training
meant for those who have failed in the society. Most parents (even the ones with TVET
background) want to see their children becoming engineers, doctors, lawyers, etc. just
because they believe this will give them better job opportunities.
The respondents (4.2%) said that both students and graduates face the challenge relating to
the absence of career guidance and counseling services where they are no experienced people
in this domain to guide new graduates who are joining the labor market. One of the teachers
said that: “In IPRC Kigali there are many challenges regarding the establishment of
appropriate infrastructure, upgrading existing material and training resources available. As
confirmed by students, graduates, staff of IPRC Kigali and officials of IPRC Kigali (7.3%),
students in VTEC face the challenge of a lack in trained/professional teachers where the
trainers who teach students to are not experienced and are new in this career.
Nowadays in Rwanda there is many people who can attend trainings in TVET in technical
institutions but there are limited numbers of technical institutions as responded by 7.3% of
the respondents.
The respondents also said that VTEC faces a challenge of inadequate technical teachers and
facilitators and limited number of training institutions for technical teachers as agreed by
10.4% and 6.3% respectively.
29
5.3. Conclusion
Although the rate of Enrolment has been falling for the last five years, reasons that were
given were as follows: lack of school fees, lack of an elaborate curriculum containing
practical courses and poor attitude towards VTC. Other reasons like timing of some of the
courses, like computer studies, which is offered at night despite most students not being able
to attend night lessons.
The graduates in IPRC Kigali in VTEC were able to create employment as confirmed by
20.8% of the respondents. The graduates who finished their studies in IPRC Kigali in VTEC
and were able to gain profitable labor in companies or individuals as confirmed by 12.5% of
the respondents. As approved by students, graduates and management of IPRC Kigali said
that the graduates in IPRC Kigali in VTEC increased their income and savings per month as
confirmed by 22.9%.
5.4. Recommendations
As a result of the findings of this study and the conclusions drawn, the following
recommendations were made:
1. The tools, equipment and machineries in the laboratories should be properly maintained
for effective utilization.
2. The government should add appropriate learning resources and improve physical facilities.
4. There should be adequate tools/materials in the TVET Schools workshops and laboratories.
5. Lecturers should be regularly retrained to update their skills especially on practical
projects.
6. Modern text materials on practical skills should be supplied in libraries.
7. All the stakeholders of VTC should create awareness on the benefits and importance of
VTC and give it a more positive approach than it has been before. This will attract more
youths to these centers so that enrolment is enhanced and retention of learners in the
vocational education centers.
30
5.5. Suggestions for Further Research
Based on the findings of the study, further research areas which would enhance effective
acquisition of vocational skills have been recommended from the issues that arose and were
beyond the scope of this study include:
1. Replication of this study in other parts of the county so as to establish the actual state
of vocational education in the country. If this is done, findings that would assist in
policy formation and decision making among VTC stakeholders would be formed.
Other causes apart from the ones that have featured in this study that affect acquisition
of skills among the youth learners would be established.
2. Factors leading to low enrolment and high dropout rate among vocational education
learners should be studied. A comparative study of the youth polytechnics and the
non-formal adult literacy should be carried out.
31
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APPENDICES
Appendix A: Introduction letter to TVET school manager
UNIVERSITY OF RWANDA (UR)
COLLEGE OF EDUCATION (CE)
MASTER OF EDUCATION IN CURRICULUM AND INSTRUCTION
TELEPHONE: 0788790774
E-MAIL: [email protected]
DATE:
TO: TVET SCHOOL MANAGER,
IPRC KIGALI
Dear Sir/Madam
RE: PERMISSION TO CARRY OUT RESEARCH
I am a student at the University of Rwanda, College of Education pursuing a Master Degree
of Education in Curriculum and Instruction. I am requesting your office for permission to
carry out a research in IPRC Kigali.
The information obtained will be used for no other purpose but academic and responses will
be treated as confidential.
Yours Faithfully,
RWAMU Frank
36
Appendix B: Identification of respondents
1. Gender of respondents (Tick where appropriate)
Male
Female
2. Age Brackets of respondents
a) 20-30
b) 31-40
c) 41-50
3. Academic background of respondents
a) Diploma
b) Bachelor’s degree
c) Master’s degree
4. Factors Affecting Acquisition of Vocational Skills
a) Fee Payment
b) Parents Involvement
c) Curriculum Implementation
d) Teachers/ Instructors
e) Administrative and staff development
f) Curriculum of course offered
g) Discipline
5. Physical facilities used to enhance learning at the vocational centers on acquisition of
Vocational Skills in IPRC Kigali
a) Masonry and brick laying
b) Welding
c) Carpentry
d) Tailoring
e) Hair dressing
f) Plumbing
g) Mechanics of motor vehicles
h) Electrician
i) Catering
j) Driving
k) Others
6. Place where respondents got vocational training
a) Public Vocation Training
37
b) Private vocation training
7. Impact of Technical and Vocational Education Training (TVET) Learners on employment
and skills acquisition to graduates
a) Definite employable skill
b) Definite private/ public employable skills
c) TVET curricula’s impact on employment and skills acquisition
8. Contribution of Technical and Vocational Education Training (TVET) Learners to the
improvement of living standards of graduates of IPRC Kigali
a) Creation of employment
b) Obtain profitable labor
c) Savings and Income improvement
d) Acquisition of material s to be used on job
e) Access to health care services and shelter
f) Success on labor market
9. The challenges faced by Technical and Vocational Education Training (TVET) Learners on
employment and skills acquisition in IPRC Kigali
a) High cost of equipment
b) Poor perception of the general public on TVET
c) Absence of career Guidance and Counseling service
d) Lack of good number of trained/professional teachers
e) Limited number of technical institutions
f) Lack of facilities and materials for training students
g) Inadequate technical teachers and facilitators
h) Limited number of training institutions for technical teachers
i) Others
Thank you for your cooperation